EIE Workshop

Florida Registry of Florida Registry of Interpreters for the Interpreters for the DeafDeaf

Changes in the EIE

Ratings: Live panels have been discontinued. Candidates will be rated by independent raters

Interview: the interview will be videotaped. There will no longer be an interpreter for this segment.

Written test: you will have to take and pass the written test before you can sign up for the performance. Proof of passing the written EIPA test will be accepted.

Changes in the EIE

Friday night workshop: Workshop Information now provided via power point and FAQ’s posted on FRID website.

Performance Test: This will remain in five segments, with introductory screens with directions for the candidate.

The performance will continue without breaks until all segments have been completed.

FRID - EIE - StatusFRID - EIE - Status

Not sanctioned by RIDNot sanctioned by RID Recognized by most districts in Recognized by most districts in

the statethe state Recognized by Florida DOERecognized by Florida DOE Is Is NOTNOT certification certification

EIE Test ComponentsEIE Test Components

EIE Written test - will accept proof EIE Written test - will accept proof of passing the EIPA written test.of passing the EIPA written test.

Performance Screening -Performance Screening -

1 hour Warm – up1 hour Warm – up

Ethical Practices InterviewEthical Practices Interview

Performance VideoPerformance Video Feed-back Feed-back

Process Interview Process Interview portionportion IntroductionsIntroductions

State your name for the ratersState your name for the raters Choice of interview before or after Choice of interview before or after

performance segmentperformance segment Videographer will advance the Videographer will advance the

questions for the candidatequestions for the candidate Candidate answers questions as Candidate answers questions as

they are advanced by they are advanced by videographervideographer

The InterviewThe Interview

Do you know the NAD-RID Code Do you know the NAD-RID Code of Professional Conduct (CPC)?of Professional Conduct (CPC)?

Are you familiar with KAR?Are you familiar with KAR? Have you practiced responding to Have you practiced responding to

with hypothetical scenarios?with hypothetical scenarios? Can you breathe?Can you breathe?

NAD-RID Code of NAD-RID Code of Professional Conduct - 2005Professional Conduct - 2005

Guide to professional behaviorGuide to professional behavior Illustrative behaviorsIllustrative behaviors Encompass interpreter roles and Encompass interpreter roles and

responsibilities in every type of responsibilities in every type of situation (educational, legal, situation (educational, legal, medical)medical)

NAD-RID Code of NAD-RID Code of Professional ConductProfessional Conduct Guiding PrinciplesGuiding Principles

– Do No HarmDo No Harm– exercise judgment, employ exercise judgment, employ

critical thinking, apply the critical thinking, apply the benefits of practical experience, benefits of practical experience, reflect on past actionsreflect on past actions

Tenet Key WordsTenet Key Words

ConfidentialityConfidentiality ProfessionalismProfessionalism Function in appropriate Function in appropriate

mannermanner Respect consumersRespect consumers Respect peersRespect peers Ethical business practicesEthical business practices Professional developmentProfessional development

ConfidentialityConfidentiality

may discuss may discuss assignment-relatedassignment-related information onlyinformation only

with other teachers and supervisors with other teachers and supervisors who are who are directly responsibledirectly responsible for the for the educational program educational program

of the Deaf/Hard of Hearing children of the Deaf/Hard of Hearing children for whom the interpreter interpretsfor whom the interpreter interprets

inform consumer when legal mandates inform consumer when legal mandates require disclosure of confidential require disclosure of confidential informationinformation

ProfessionalismProfessionalism

possess skills and knowledge possess skills and knowledge required for the specific required for the specific interpreting situationinterpreting situation

always conveying always conveying the contentthe content and and spirit of the speakerspirit of the speaker using language using language most readily most readily

understood by the consumersunderstood by the consumers

ProfessionalismProfessionalism

refrainrefrain from providing from providing counsel, advice or personal counsel, advice or personal opinionsopinions

judiciously judiciously provide provide information orinformation or referral referral regarding community regarding community resourcesresources

Function in Function in appropriate mannerappropriate manner

present yourself present yourself appropriatelyappropriately in demeanor in demeanor and appearance.and appearance.

avoidavoid situations that result in situations that result in conflicting rolesconflicting roles, perceived or , perceived or actual conflicts of interest.actual conflicts of interest.

comply withcomply with workplace codes workplace codes of conductof conduct

Respect consumersRespect consumers

honor honor consumer preferencesconsumer preferences – interpret or transliterateinterpret or transliterate

facilitate communication facilitate communication access and equalityaccess and equality

obtain obtain consent of consumersconsent of consumers before bringing an intern to before bringing an intern to assignmentassignment

Respect peersRespect peers

collaborate with colleaguescollaborate with colleagues to to foster delivery of effective foster delivery of effective interpreting services.interpreting services.

Work cooperativelyWork cooperatively with team with team membersmembers

Approach colleagues privatelyApproach colleagues privately to to discuss and resolve breaches of discuss and resolve breaches of ethical or professional conductethical or professional conduct

Ethical business Ethical business practicespractices

accurately represent qualificationsaccurately represent qualifications honor commitmentshonor commitments and terminate and terminate

assignments only when fair and assignments only when fair and justifiable grounds existjustifiable grounds exist

reserve the option to decline or reserve the option to decline or discontinue assignments if working discontinue assignments if working condition are not safecondition are not safe

charge fair and reasonable fees for charge fair and reasonable fees for servicesservices

Professional Professional developmentdevelopment

foster and maintain foster and maintain interpreting competence and interpreting competence and the stature of the professionthe stature of the profession

increase knowledgeincrease knowledge and and strengthen skillsstrengthen skills

keep abreast of laws, policies, keep abreast of laws, policies, rules, and regulations affecting rules, and regulations affecting the professionthe profession

Further knowledge Further knowledge and skilland skill shall strive shall strive to further to further

knowledge knowledge and skills and skills through through participation in participation in

workshopsworkshops and conferences and conferences pursuing higher educationpursuing higher education interaction with interaction with professionalprofessional

colleaguescolleagues – seek mentor – seek mentor engaging engaging in independent studyin independent study

What do raters look What do raters look for?for?General AppearanceGeneral Appearance AttireAttire JewelryJewelry HairHair Long fingernails and bright polishLong fingernails and bright polish DemeanorDemeanor Voice quality Voice quality

What do raters look What do raters look for?for?InterviewInterview Demonstration of knowledge of NAD-RID Demonstration of knowledge of NAD-RID

Code of Professional ConductCode of Professional Conduct– Not word-for-word, not by #Not word-for-word, not by #

Shows self confidence Shows self confidence Clearly articulated/ understandable Clearly articulated/ understandable Related to actual experience if possibleRelated to actual experience if possible Not rambling Not rambling Not too briefNot too brief

K AK A RR…It works!…It works!

KK = = KKnowledge of the NAD-RID nowledge of the NAD-RID Code of Professional Code of Professional

ConductConduct AA = = AApplication of the tenets of pplication of the tenets of

the NAD-RID Code of the NAD-RID Code of Professional Professional

ConductConduct RR = = RResponse to the situationesponse to the situation

Letter Remember Key words Say…

K

KnowledgeWhich tenet applies to this scenario?

There is a tenet in the NAD-RID Code of Professional Conduct states:

A

ApplicationWhat about this scenario does/does not fit with the previously cited tenet?

In this situation…

R

ResponseHow I would respond in this particular situation

Therefore I would…

Interview

Key wordsKey words

Note: the Key words should be Note: the Key words should be pulled from the scenario and the pulled from the scenario and the CPC….words that trigger you to CPC….words that trigger you to identify the correct tenet and the identify the correct tenet and the ethical issue and the applicable ethical issue and the applicable tenet.tenet.

Example #1Example #1

You interpret for an 8th You interpret for an 8th grader. Her 7th grade grader. Her 7th grade teacher sees you in the teacher sees you in the hall and asks you how she hall and asks you how she is doing. How do you is doing. How do you respond?respond?

You interpret for an 8th grader. Her 7th grade teacher sees You interpret for an 8th grader. Her 7th grade teacher sees you in the hall and asks you how she is doing. How do you you in the hall and asks you how she is doing. How do you respond?respond?

KK

AA

RR

ApplicationWhat about this scenario does/does not fit with the previously cited tenet?ResponseHow I would respond in this particular situation


Remember Key words Say…

Asks how student is doing

Previous teacherNot directly responsible for her educational program

Refer her to Refer her to current current teacherteacher

There is a tenet in the NAD-RID Code of Professional Conduct states: Interpreters may share assignment related information with those directly responsible for the student’s educational program

In this situation…the student is in 8th grade and the teacher was her former teacher in 7th grade and therefore is not directly responsible for her educational programTherefore I would…refer the inquiring teacher to the current 8th grade teacher for her answers


You interpret in an elementary You interpret in an elementary school and the students are school and the students are meeting with the middle school meeting with the middle school representatives about their representatives about their middle school schedules. The middle school schedules. The deaf student asks you which 2 deaf student asks you which 2 electives are best for deaf kids. electives are best for deaf kids. How do you respond?How do you respond?

You interpret in an elementary school and the students You interpret in an elementary school and the students are meeting with the middle school representatives are meeting with the middle school representatives about their middle school schedules. The deaf student about their middle school schedules. The deaf student asks you which 2 electives are best for deaf kids. How asks you which 2 electives are best for deaf kids. How do you respond?do you respond?

KK

AA

RR




Ask for advice

Students are asking for advice about coursesGuidance counselor’s area

Refer to Refer to guidanceguidance

Offer to Offer to interpretinterpret

There is a tenet in the NAD-RID Code of Professional Conduct states: Interpreters are to judiciously provide information or referral regarding resources

In this situation…the students are asking about appropriate courses during a transition to middle school which is the guidance counselor’s area of expertise.

Therefore I would…refer the students to the guidance counselor and offer to interpret for the session.


You live in the same neighborhood as one You live in the same neighborhood as one of the deaf students for whom you of the deaf students for whom you interpret. The parent asks you if you could interpret. The parent asks you if you could please give her son a ride to school on please give her son a ride to school on Tuesdays and Thursdays since she works Tuesdays and Thursdays since she works swing shift on those nights and doesn’t get swing shift on those nights and doesn’t get home until later in the morning. How do home until later in the morning. How do you respond?you respond?

You live in the same neighborhood as one of the deaf students You live in the same neighborhood as one of the deaf students for whom you interpret. The parent asks you if you could for whom you interpret. The parent asks you if you could please give her son a ride to school on Tuesdays and Thursdays please give her son a ride to school on Tuesdays and Thursdays since she works swing shift on those nights and doesn’t get since she works swing shift on those nights and doesn’t get home until later in the morning. How do you respond?home until later in the morning. How do you respond?

KK

AA

RR




Parent asks

Ride to school 2 days

Muddies the role of the interpreter

Liability issue

Deny the request and refer to guidance for transportation assistance

There is a tenet in the NAD-RID Code of Professional Conduct states: Interpreters are to act in a manner appropriate to the specific situation

In this situation…the student’s transportation needs are well outside of the role of the interpreter, and puts me at a risk for liability and mixed signals to the student regarding my role

Therefore I would…explain that this is not best practice for the student and puts me at risk as well as confuses the student regarding my role – I would suggest she talk to guidance for help.


You have seen some really You have seen some really good technical sign tapes good technical sign tapes advertised in a catalogue. advertised in a catalogue. You think they would be really You think they would be really good for the school to have as good for the school to have as a resource for interpreters. a resource for interpreters. What do you do?What do you do?

You have seen some really good technical sign You have seen some really good technical sign tapes advertised in a catalogue. You think they tapes advertised in a catalogue. You think they would be really good for the school to have as a would be really good for the school to have as a resource for interpreters. What do you do?resource for interpreters. What do you do?

KK

AA

RR




Technical signs

Interpreter resource

Sign tapes = professional development

Good for collegial interactionPropose the purchase to the school with rationale

There is a tenet in the NAD-RID Code of Professional Conduct states: Interpreters are to engage in professional development

In this situation…the tapes could benefit both students and interpreters

Therefore I would…develop a written proposal with the costs and the rationale for their purchase and get it to the appropriate parties at the school. PTA or Administration

Example # 5Example # 5

Your school is having an Your school is having an after-hours program and after-hours program and the AP asks you to stay the AP asks you to stay after school to interpret for after school to interpret for the DHH students. How do the DHH students. How do you respond?you respond?

Your school is having an after-hours program and Your school is having an after-hours program and the AP asks you to stay after school to interpret the AP asks you to stay after school to interpret for the DHH students. How do you respond?for the DHH students. How do you respond?

KK

AA

RR




After hours

Occurs after hours so is not covered in regular pay

Propose compensation and give reasons why

There is a tenet in the NAD-RID Code of Professional Conduct states: Interpreters should charge fair and reasonable fees for services; arrange for payment in a professional and judicious manner.

In this situation…the assignment takes place after-hours and I would want to be compensated for my time

Therefore I would…find out from the AP how to go about submitting my hours for extra-duty pay.


The student for whom you The student for whom you interpret is angry about a interpret is angry about a poor grade on a project. poor grade on a project. During the discussion with the During the discussion with the teacher he signs “You just teacher he signs “You just don’t like deaf kids…pea don’t like deaf kids…pea brain” What would you do?brain” What would you do?

The student for whom you interpret is angry about a The student for whom you interpret is angry about a poor grade on a project. During the discussion with the poor grade on a project. During the discussion with the teacher he signs “You just don’t like deaf kids…pea teacher he signs “You just don’t like deaf kids…pea brain” What would you do? brain” What would you do?

KK

AA

RR




He signs

Don’ t like deaf kids,Pea brain,Student to teacher

Interpret

There is a tenet in the NAD-RID Code of Professional Conduct states: Interpreters shall render the message faithfully, conveying the content and spirit of the speaker.

In this situation…the comments are a little inflammatory but my job is to interpret whatever is said, whether signed or voiced.

Therefore I would…voice the student’s comments including the spirit and content.

Possible lead ins…Possible lead ins…

According to the According to the NAD-RID Code of NAD-RID Code of Professional ConductProfessional Conduct, interpreters.... , interpreters....

Abiding by the NAD-RID Code of Professional Conduct…

The The NAD-RID Code of Professional NAD-RID Code of Professional Conduct Conduct directs interpreters to... directs interpreters to...

The The NAD-RID Code of Professional NAD-RID Code of Professional Conduct Conduct states that an interpreter states that an interpreter may... may...

As an interpreter following the As an interpreter following the NAD-RID NAD-RID Code of Professional Conduct Code of Professional Conduct which which specifically directs interpreters to... specifically directs interpreters to...

Possible lead ins…Possible lead ins…

There is a tenet in the There is a tenet in the NAD-RID Code of NAD-RID Code of Professional ConductProfessional Conduct which states that which states that interpreters avoid... interpreters avoid...

As an educational interpreter in compliance with the NAD-RID Code of Professional Conduct, it is my duty to...

In upholding the NAD-RID Code of Professional Conduct , an interpreter is to…….

The NAD-RID Code of Professional Conduct clearly states that...

.....as stated in the NAD-RID Code of Professional Conduct

Warm-upWarm-up

Use this time wisely!Use this time wisely! Review each sectionReview each section Pay attention to detailsPay attention to details Accustom yourself to the signing Accustom yourself to the signing

stylesstyles Look for mode in the interactive Look for mode in the interactive

sectionssections What are they talking about????What are they talking about????

Performance SectionPerformance Section

Do you know the process?Do you know the process? Do you know the difference Do you know the difference

between interpreting and between interpreting and transliterating?transliterating?

Can the raters hear you?Can the raters hear you? Are you still breathing?Are you still breathing?

Process - PerformanceProcess - Performance

5 sections5 sections Sit or stand? Once you decide you will Sit or stand? Once you decide you will

remain that way until the test is remain that way until the test is complete.complete.

Check for volume and glareCheck for volume and glare The test will run continuously, with a The test will run continuously, with a

fifteen second blue screen at the end fifteen second blue screen at the end of each segment, until all five of each segment, until all five segments are complete. segments are complete.

Do It! Do It!

InteractiveInteractive

Interpret or transliterateInterpret or transliterate– Match the consumers’ modesMatch the consumers’ modes

Speak loud enough for the camera Speak loud enough for the camera mike to pick up your voice!mike to pick up your voice!

Use English grammar when voicingUse English grammar when voicing Remember when to use 1Remember when to use 1stst, 2, 2ndnd, or , or

33rdrd person person Use processing timeUse processing time

Transliterating – V/STransliterating – V/S

Show me the English!Show me the English! Mouth the EnglishMouth the English Watch your structureWatch your structure Clear fingerspellingClear fingerspelling Conceptual accuracyConceptual accuracy Use processing timeUse processing time

Interpreting – V/SInterpreting – V/S

Clarity of signsClarity of signs Use spaceUse space ASL structureASL structure Conceptual accuracyConceptual accuracy RegisterRegister Age appropriate vocabulary and Age appropriate vocabulary and

personificationpersonification Use processing timeUse processing time

Interpreting – S/VInterpreting – S/V

English structureEnglish structure Can we hear you now?Can we hear you now? Use processing timeUse processing time Where are you supposed toWhere are you supposed to

L k ????L k ????

What do raters look What do raters look for?for?V/SV/S Clear and appropriate parametersClear and appropriate parameters Conceptual accuracyConceptual accuracy Clear thought/sentence breaksClear thought/sentence breaks Clear fingerspellingClear fingerspelling Appropriate use of space and role shiftingAppropriate use of space and role shifting Appropriate non-manual Appropriate non-manual

markers/grammarmarkers/grammar Appropriate structureAppropriate structure Appropriate RegisterAppropriate Register Overall message accuracyOverall message accuracy

What do raters look What do raters look for?for?S/VS/V Clear and controlled voiceClear and controlled voice Conceptual accuracyConceptual accuracy Clear thought/sentence breaksClear thought/sentence breaks Appropriate intonation and affectAppropriate intonation and affect Use of pronounsUse of pronouns 11stst, 2, 2ndnd, and 3, and 3rdrd person person Use of a variety of English constructsUse of a variety of English constructs Appropriate RegisterAppropriate Register Appropriate structureAppropriate structure Overall message accuracyOverall message accuracy

Results ProcessResults Process

There are three(3) separate There are three(3) separate portions of the evaluationportions of the evaluation

Each portion of the evaluation is Each portion of the evaluation is rated separatelyrated separately

In order to receive a passing In order to receive a passing score or level you must pass all score or level you must pass all three portions of the evaluationthree portions of the evaluation

EIE LevelsEIE Levels

EIE I - 60% - 74% on the performance EIE I - 60% - 74% on the performance – With passing score of 75% or better on the written and With passing score of 75% or better on the written and

interview portions of the testinterview portions of the test

EIE II - 75% - 89% on the performanceEIE II - 75% - 89% on the performance– With passing score of 75% or better on the written and With passing score of 75% or better on the written and


EIE III – 90% - 100% on the performanceEIE III – 90% - 100% on the performance– With passing score of 75% or better on the written and With passing score of 75% or better on the written and


Less than 60% - on the performance results in no level Less than 60% - on the performance results in no level regardless of scores on the written and interview regardless of scores on the written and interview portions of the testportions of the test

REMEMBERREMEMBER

You do this all the time!You do this all the time! Do what you know!Do what you know! Breathe!Breathe! Relax!Relax!

Before your test Before your test

Make sure you get a good night’s Make sure you get a good night’s restrest

Lay out your clothesLay out your clothes Map your way to the testing siteMap your way to the testing site Double check your warm up/ test Double check your warm up/ test

timetime

EIE Workshop

Documents

Transcript of EIE Workshop